JOURNAL OF HIGHER EDUCATION CURRICULUM
Year:2020 | Volume:10 | Issue:20 |Papers Count:12

The purpose of this study was to design a desirable pattern of recruitment of international students in Islamic Azad University, which was applied in terms of purpose, applied and qualitative in terms of research method and Grand Theory and content analysis method. Statistical population of research, faculty members, experts Higher education, senior managers, international students of Islamic Azad University and international relations managers of Islamic Azad University units were selected. In the purposeful sampling section, the research sample of more than 50research documents was studied and the opinions of the experts were reviewed. In-depth field interviews were conducted with 12experts in this field. Data were collected using semi-structured interviews based on data theory and document content analysis in a waveform study. Data analysis was done through open, axial, selective coding. External student recruitment pattern studies, which included seven variables, were conducted. The results are as follows. In explaining the favorable and disagreeable views, respectively, on the quantitative and qualitative development of the university, on the reform of academic functions, on academic internationalization, on increasing academic credits and financial resources, and on the problems of globalization, the integration of students into economic interests (capital). Academic achievement) and the preference for political goals over educational goals. Explaining the factors influencing international student recruitment structures, human resources, goals, programs and policies, technology, diplomatic position and educational marketing, explaining recruitment strategies, support programs, symbolic performance and regulatory performance, in explaining the disciplines Admissions have the relative advantage of international students, backgrounds, behaviors and structures in explaining facilitation of international student recruitment, competitive advantage, university talent and land acquisition, and ultimately in explaining barriers to international student recruitment, technological barriers, cultural barriers, political barriers, and pedagogical barriers. Have been economically effective.

Taking into account disciplinary culture as a presumption, this study aims to uncover the criteria of effective teaching from the vantage point of different higher education students. Thus, a cultural anthropological approach was adopted and Becher's classification of disciplines into civil and rural was employed for selecting the participants. From the statistical population, 14 students were purposively selected from disciplines of philosophy cultural studies, history, sociology, and psychology (as representatives of rural disciplines), and 9 from disciplines of mechanical engineering, petroleum engineering, and civil engineering (as representatives of civil engineering) through networked selection as the sampling method. Methodologically, the study could be considered as interpretive educational ethnography. The research data were analyzed based on Peter Woods 6 level framework, so it continued up to level 2 (classifying and categorizing). To establish credibility, two strategies were employed including member check and peer debriefing. The necessary data were gathered by semi structured and informal interviews and represented in a thematic style. According to the findings, effective teaching in rural disciplines was characterized by features like emphasis on classic works, human relations, grassroots language, and understanding. On the other side, effective teaching in civil disciplines is valued when it takes into account features as being up-todate, emphasis on content, professional language, and applicability.

The present study aims to explore and explain the curriculum understanding for teaching in the classroom, and the respective pedagogy vision, based on the professors' perspectives of the curriculum and pedagogy department in UBC. The data was collected through a qualitative-case study research design using a phenomenological approach and a semi-structured interview. The data were analyzed based on analytic induction. The participants in this study were selected using a purposeful sampling based on three criteria: grade of professor, teaching experience and field of activity. Seven professors were selected, in the fields of curriculum theory, teacher education curriculum, teacher education curriculum and scholarship, science education, art education, social studies education, and higher education. The findings revealed 15 components of curriculum understanding and 14 components of pedagogy. Contemplating on the findings, it was deduced that the curriculum understanding and the pedagogy vision are affected by two different paradigms. The first paradigm which interprets curriculum as an unfinished project and a complicated conversation, based on big ideas. It pursues pedagogy of subject transformation by applying theoretical, critical and spiritual views. And the second paradigm that interprets curriculum as a problem-oriented and a developed design based on the goals. It employs the pedagogy of understanding and instructing knowledge, with critical view, based on thoughtfulness and respect for diverse voices. on thoughtfulness and respect for diverse voices.

The purpose of the present study was to design a model for sharing teachers' lived experience in the form of autobiography using virtual social networks. This study was conducted using grounded theory research method. The required data were collected by field notes from teacher discourse communities. The data analysis was performed through the process of comparison and continuous fine-tuning according to the Strauss and Corbin (1998) method and open, axial and selective encoding. The collected data were organized in the form of 116 key points and themes, 42 concepts and 20 categories. The results showed that by employing the teachers’ shared autobiographical model on virtual social networks, the practical and personal knowledge of teachers, is shared and will led to results such as the free expression of the inside truth, the development and broadening of thought, the fostering of cooperation, and the rebuilding of experiences.

The objective of this study was to identify the challenges of ESP (English for specific purposes) curriculum of educational sciences majors and strategies to improve them. For this purpose, a semistructured interview was conducted with 16 ESP teachers of educational sciences and 19 postgraduate students of educational sciences majors from four Universities of Iran (Allame Tabatabai University, Shahid Beheshti University, Isfahan University and Shiraz University). The face and content validity of the interview form was confirmed by five ESP and educational sciences specialists. The reliability of the results of interview was obtained using the audit trail. The theoretical infrastructure, data collection process and analysis process was confirmed. The findings indicated that the main challenge of the ESP curriculum was related to the lack of the five language skills in objectives, content selection, and the strategies of teaching content and assessment of ESP curriculum. The proposed basic strategy of both respondent groups was to emphasize on the realization and strengthening of the five skills in all four elements of the ESP curriculum. The realization of this procedure could potentially enhance the research and the educational capabilities of students and facilitate scientific advancement.

Today, the existence of diverse cultures within communities and interconnected communities has creayed the need to address the concept of cosmopolitan curriculum. The cosmopolitanism curriculum focuses on cross-cultural communication, familiarity and respect for other cultures while also believing and respecting the roots of one's own culture. The purpose of the present study was to analyze the sources related to the cosmopolitanism in order to identify the six elements of the Miller curriculum. The method of this study was systematic review and the method of findings analysis was qualitative content analysis based on inferential analysis. The data collection was conducted through the method of studying and reviewing the cosmopolitanism experts' text. In the next step, the collected data were analyzed, explaining the concepts and exploring the necessary conditions to analyze and deduce the research questions, finally, it was revealed that the cosmopolitanism curriculum in the field of goals was aims to create a spirit of collective, international and cultural solidarity. In the field of teaching-learning method, it focuses on group discussion, interactivity and problem solving; in the field of environment, it emphasizes intimacy, communication and technology; considers student characteristics as dynamics, active, analyser, and criticism; also cosmopolitan teacher is facilitator and keeps track of the updated knowledge and cosmopolitanism evaluation approaches include selfassessment, altruism, checklists, and knowledge tests.

The purpose of this study is to investigate the internal and external quality of the tourism master's curriculum in terms of development planning from the point of view of the stakeholders. The research method was descriptive survey type. The statistical population of the study included of faculty members, master's students and graduates )managers). Using a sampling method, 30 faculty members, 50 graduates and 50 students were selected as statistic sample. To collect information, three researcher-made questionnaires were used by professors, students and graduates. The content validity was used to measure the validity of the questionnaire. Using Cronbach's alpha coefficient, the reliability of the faculty members' questionnaire was 0. 82, 0. 80 students, and 0. 79 graduates. For data analysis, one-sample t-test, independent ttest, analysis of variance and Friedman test were used. The results revealed that the element of logic and materials are employed at a very low level by the students, while the element of learning activities and time were used at the high levels and the desirability of other elements were in the moderate level. In terms of faculty members, the level of utility of the element of logic and evaluation at a low level was the goal element and grouping at the high level and the utility of other elements at the moderate level. Independent T-test showed that there is no difference between the viewpoints of the faculty members and the students in the two objective and space elements. The results showed that the satisfaction of the graduates from the students' knowledge and attitude was relatively favorable and desirable. The results also indicated that from the perspectives of students, faculty members and graduates, the necessity of all knowledge and skills for employment was at the desired level and in line with their expectations. The results of analysis of variance showed that there was a significant difference between the viewpoint of graduates, faculty members and students, and graduates and faculty members adopted a more positive viewpoint than students.

The widespread unemployment of universities graduates and graduates of educational sciences is one of the main reasons of sifting toward entrepreneurship. Entrepreneurial competencies should be considered in order to train entrepreneur students. The aim of this study was to achieve the most important competencies and to evaluate them in the curriculum of educational sciences. The entrepreneurial competencies were obtained by meta-synthesis. The curriculum of educational sciences was studied after evaluation of their content validity. The entrepreneurial competencies are classified under four categories: individual and context characteristics, knowledge, attitudes and entrepreneurial skills. The study of curriculum of educational sciences showed that entrepreneurship education as a specialized lesson has been considered only for one of the four fields of this discipline. According to the findings of this study, it is suggested that, curriculum planners should develop and offer lessons of entrepreneurship for all students in the field of educational sciences. It is also recommended that the entrepreneurial competencies should be considered in the modeling of other lessons of this discipline.

The present study aims to identity a variety of teachers’ viewpoints about curriculum requirements based on the outcomes obtained in higher education. Therefore, this present study was conducted within an exploratory framework using Q – method. The department of professor’ s analysis of Isfahan university in the academic year 2017-2018 for the first time used Q – method based on Q – methodology in order to create a Q – collection. A sample of 11 individuals was selected based on a purposeful sampling method and data was selected through the theoretical saturation for the interviews. Several statements were extracted. Next, the duplicated and overlapped ones were removed to confirm just 48 statements. Based on a purposeful method 14 faculty members were selected for the quantities study to compile data from graphs in a normal ranking distribution for 48 phrases T strongly agree to strongly disagree (5-). Cronbach alpha test was used for the validity content and reliability. For data analysis with respect to the findings of the qualities stage, the statements were evaluated by the participants and data were analyzed by the analytical statistical Q – factor using spss20. The results showed that the university lecturers consider the requirements for implication of outcome-based curriculum in higher education as 12 components which are classified as effective learning, individual skill development and effective teaching of which the most important Q requirement is effective learning for the implementation of an outcome – based curriculum.

This study seeks to investigate students' experience with social responsibility in the university. The research was carried out in a qualitative framework using a phenomenological strategy. The research population included students of higher education institutions and after identifying and analyzing the data, finally 13 students from the student associations were selected using an "objective oriented criterion" sampling method and the "theoretical saturation criterion". The sample study was interviewed and the obtained data were analyzed using coding method and the findings were organized in the form of open, pivotal, and replacement codes. The findings were categorized into 7 main categories (the dominant environment of higher education, the principles governing higher education, underlie factors for responsibility, empathic understanding, role play and participation, orbital value and university's social structure) and 71 sub categories and finally, the findings are presented in the form of a general model and diagram.

The aim of this study was to discover the perfectionism experiences of PhD Students from the learned curriculum at the faculty of education and psychology of Shiraz University. The research design was qualitative and research method was descriptive phenomenology. The statistical population included PhD students of the faculty of education and psychology at Shiraz University. By purposeful sampling method and criterion technique, 36 students were selected. The data collecting method was a semi-structured interview and thematic analysis was used for the purpose of data analysis. The findings showed that the students' perfectionism experience divided in four organizer themes included self-oriented goals, others oriented goals, social oriented goals and negative perfectionism. Self-oriented goals included 34 basic themes and 4 organizer themes as scientific, academic, career and personal; others– oriented included 34 basic themes and 4 organizer themes as scientific, academic, career and personal; social oriented included 34 basic themes and 4 organizer themes as scientific, academic, career and personal and negative perfectionism included 34 basic themes and 2 organizer themes as academic and personal. The findings of this study can contribute to the excellence of the curriculum as a subsystem and subsequently play a role in developing a PhD student improvement system.

The present study seeks to explore the induction challenges of beginning teachers in the school environment. As a qualitative study, this phenomenological research used semistructured interviews for data collection. The key data for the study were collected from 22 beginning teachers graduated from Teacher Training University with one and two years of service. From the perspective of this group, the induction challenges of beginning teachers in the first primary schools were classified in three categories including: Individual challenges, professional challenges, and organizational challenges. The sources that could cause individual challenges are early-service tensions and anxieties, lack of support and isolation, and adaption with colleagues. Professional challenges could be caused by classroom management, content management and effective teaching, students’ assessment, addressing the students’ needs, trust and communicating with parents. And organizational challenges could arise from familiarity with the school, familiarity with the school practices, resources and population of students.